This study is to suggest some effective ways of English education in Korea through a survey of the history of methods for English teaching in this country and also the main stream of foreign language teaching methods worldwide. After World War II, there has been a rising interest in research into la...
This study is to suggest some effective ways of English education in Korea through a survey of the history of methods for English teaching in this country and also the main stream of foreign language teaching methods worldwide. After World War II, there has been a rising interest in research into language as such, into the acquisition of language and its use by individuals, and into the way language functions within society. This intense interest has led to a continuing re-examination of language teaching methods. Also, with the extension of educational opportunity the humanism of educational philosophy has influenced the teaching methods of foreign language. The method of teaching English in Korea was the direct method at the beginning stage of English education during the late Yi Dynasty period when English teachers were native speakers of English. During the Japanese occupation period, the grammar-translation method was the principle teaching method and it was written language oriented. Until now about a half century has passed since the 1945 liberation. During this period there have been changes six times in educational curriculum for middle and high school students. Throughout these changes, the basic policy for the operation of middle and high school English curriculum has been proper motivation for English learning with the objective of four elementary skins of English study: hearing, speaking, reading and writing, in that order. This ideal policy follows the developed linguistic theories and foreign language teaching methods, but it is hardly realized. Some effective ways for realization of this ideal policy and its objectives of English curriculum are suggested as follows: 1) The actual time aHowed for English within school curriculum is much shorter than the established goal of English education in Korea. Therefore, it would be best if spoken English (hearing and speaking) could be taught in elementary school. Children's vocal organs are more flexible the younger they are. Learning proper pronunciation comes easily for them. Therefore, opportunity for their language education is the sooner the better. 2) It is not necessary to choose English as an official language but considering the increase of international exchange between our country and the rest of the world, it is important that Koreans learn to use English confidently and with ease. 3) To achieve the goal of integrative motivation of hearin~, speaking, reading and writing in English education, middle and high school teachers themselves must have ability in the language, have the interest in educational goals, and have the intention to put their goals into practice. Also, they must have the knowledge of modern teaching methods and try to use them properly in the educational field. 4) It is better for teachers and students to have an interest in the integrative motivation of English study and find joy in the study activities than to have only the instrumental motivation for passing the examinations. With this kind of interest they will progress voluntarily and continuously beyond the classroom. 5) Classroom activities should foHow the educational objectives and evaluation should follow the classroom activities. Therefore, the evaluation should be directly related to the classroom activities.
This study is to suggest some effective ways of English education in Korea through a survey of the history of methods for English teaching in this country and also the main stream of foreign language teaching methods worldwide. After World War II, there has been a rising interest in research into language as such, into the acquisition of language and its use by individuals, and into the way language functions within society. This intense interest has led to a continuing re-examination of language teaching methods. Also, with the extension of educational opportunity the humanism of educational philosophy has influenced the teaching methods of foreign language. The method of teaching English in Korea was the direct method at the beginning stage of English education during the late Yi Dynasty period when English teachers were native speakers of English. During the Japanese occupation period, the grammar-translation method was the principle teaching method and it was written language oriented. Until now about a half century has passed since the 1945 liberation. During this period there have been changes six times in educational curriculum for middle and high school students. Throughout these changes, the basic policy for the operation of middle and high school English curriculum has been proper motivation for English learning with the objective of four elementary skins of English study: hearing, speaking, reading and writing, in that order. This ideal policy follows the developed linguistic theories and foreign language teaching methods, but it is hardly realized. Some effective ways for realization of this ideal policy and its objectives of English curriculum are suggested as follows: 1) The actual time aHowed for English within school curriculum is much shorter than the established goal of English education in Korea. Therefore, it would be best if spoken English (hearing and speaking) could be taught in elementary school. Children's vocal organs are more flexible the younger they are. Learning proper pronunciation comes easily for them. Therefore, opportunity for their language education is the sooner the better. 2) It is not necessary to choose English as an official language but considering the increase of international exchange between our country and the rest of the world, it is important that Koreans learn to use English confidently and with ease. 3) To achieve the goal of integrative motivation of hearin~, speaking, reading and writing in English education, middle and high school teachers themselves must have ability in the language, have the interest in educational goals, and have the intention to put their goals into practice. Also, they must have the knowledge of modern teaching methods and try to use them properly in the educational field. 4) It is better for teachers and students to have an interest in the integrative motivation of English study and find joy in the study activities than to have only the instrumental motivation for passing the examinations. With this kind of interest they will progress voluntarily and continuously beyond the classroom. 5) Classroom activities should foHow the educational objectives and evaluation should follow the classroom activities. Therefore, the evaluation should be directly related to the classroom activities.
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